Students learn how hyperlinks can make their editorials more informative and persuasive by giving readers access to additional evidence. Students add the relevant URLs to appropriate places in their drafts.
Technology: LCD projector, laptop, Internet access, student computers with Internet access, Writing Editorials CD
Other Materials: Student folders, writers’ notebooks, an example of a hyperlink for the Teacher Model
This supplemental lesson requires student computers. It is not appropriate for a limited tech
Students will add at least two hyperlinks to the text of their editorials to make them more informative and persuasive.
How do you insert hyperlinks to make your editorial more persuasive and informative?
Show lesson visuals, Use Hyperlinks.
Tell students that the purpose of today’s lesson is to help them identify places in their editorials where they can insert hyperlinks in order to provide their readers with additional evidence on their issues.
Remind students that the goal for editorial writers is to persuade their readers to change their thinking or their actions through the presentation of evidence. Writers who publish online can make their editorials more informative and persuasive by linking their readers to additional information that did not fit into the written piece. Students will learn to provide links to sources of evidence used and additional evidence they did not include. They can also point to information on related issues and resources for taking action.
Show students examples of hyperlinks in the online version of “New Yorkers Deserve More Trains” in Prof P’s Office. Guide the class in examining how hyperlinks are used within the context of the editorial. Link to one of the hyperlinked resources and explain that the editorial is made more persuasive because it provides additional background information from a reputable source.
Explain that writers can hyperlink using one of two methods. Indicate that you will demonstrate both of them. Model referring to your list of URLs and selecting one website to include as a hyperlink in your editorial. Copy and paste (or type) the full web address in the text of your writing. Put the web address in parentheses. For example, you could link to the NYC Department of Education website (http://schools.nyc.gov/default.aspx). Point out how Microsoft Word automatically makes the URL into a hyperlink when you add a space after the URL. Explain how this method allows readers to read the web address without following the hyperlink.
Demonstrate another approach by attaching a hyperlink to a word, phrase or image without displaying the web address. For example, a link could be: NYC Department of Education. First, select the text to which you want to link from your editorial, then click the Insert Hyperlink icon on the Microsoft Word Toolbar, and type or paste the URL in the Address field on the Insert Hyperlink pop-up window. This method has the advantage of hiding long URLs that might distract the reader.
Note: If your students are using Microsoft Word to word process their writing, they will be able to paste their text directly into the online magazine with intact hyperlinks. If you are using another word processing program, you may wish to test to see if this works. If not, hyperlinks can be added when their writing is being posted on Writing Matters ezine.
I want to add some hyperlinks to my editorial so that my readers can go to some of the web resources I found. The New York Times article I mention in the second paragraph was very convincing to me. I think my readers will be convinced too if they read it for themselves.
I’ve highlighted the text “New York Times,” because that is the phrase I want to hyperlink. Now I click the Insert Hyperlink button on the Microsoft Word toolbar.
That opens up the Insert Hyperlink dialog box. I just need to paste in the web address of that article in the Address box and click OK. Now my readers will go directly to the article if they click “New York Times.”
Distribute computers. Ask students to:
Students look for appropriate places to add hyperlinks to their text. Students then create links to the relevant web pages by adding URLs to their documents. Circulate among students, encouraging them to think about how hyperlinks will inform their readers.
Individual conferences: Review students’ choices for hyperlinks and guide them to think about the specific purpose of the links they have selected. Ask them to consider whether or not an addition will make their editorial more informative and persuasive.
Reconvene the class. Ask students to share their hyperlinks with a classmate. Students should discuss how the websites relate to the editorials and whether the chosen links help to persuade and inform the reader. Give students a few minutes to think about how they might want to revise their hyperlinks based on the peer feedback they receive.
Review students’ hyperlinks, looking to see that they make sense in the context of the writing and link to an informative or persuasive website.